From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/91428246
Presentation Abstract:
Tasks have captured the attention of testers and educators for some time (e.g., Cureton, 1951, Wiggins, 1994), because they present goal-oriented, contextualized challenges that prompt examinees to deploy cognitive skills and domain-related knowledge in authentic performance rather than merely displaying what they know in selected-response and other discrete forms of tests (Kane, 2001; Wiggins, 1998). For language testing, in particular, interest in task-based performance assessment reflects the need to incorporate language use into assessments, such that interpretations about learners’ abilities to communicate are warranted (Brindley, 1994; Norris et al., 1998). Over the past several decades, tasks have come to play a crucial role in language assessments on a variety of levels, from classroom-based tests to large-scale language proficiency exams to research on second language acquisition. In this webinar, I will provide an overview of the incorporation of tasks into contemporary language assessment practice across diverse contexts, with a particular emphasis on examples of tasks used for distinct (formative and summative) assessment purposes in language classrooms and programs. Participants will encounter the basic steps in developing task-based assessments, including needs analysis, task selection, performance elicitation, rubric creation, scoring, and score reporting/feedback. We will also address the benefits of task-based assessment for language learners, teachers, and programs, and we will consider the potential that emerging technologies hold for enabling authentic assessments of language use. Finally, we will consider both research-based and educator-relevant insights into some of the challenges in doing task-based language assessment, and I will suggest a variety of solutions.
Webinar Date: April 3, 2014
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: https://vimeo.com/60470458
Webinar Date: February 21, 2013
Didactic guide for building the needs analysis of any ESP course. I hope this material cab be useful for identifyng the proficiency level of English in any group.
As schools move to common core standards, writing is increasingly important . This session examines how to teach writing in the common core that is meaningful to young adolescents leading to increased motivation, quality and ownership. Participants will learn strategies to teach the common core that are also developmentally responsive.
Didactic guide for building the needs analysis of any ESP course. I hope this material cab be useful for identifyng the proficiency level of English in any group.
As schools move to common core standards, writing is increasingly important . This session examines how to teach writing in the common core that is meaningful to young adolescents leading to increased motivation, quality and ownership. Participants will learn strategies to teach the common core that are also developmentally responsive.
This presentation was made for students in the Bachelor of Speech and Language Therapy programme at Massey University, New Zealand. It focuses on reflective writing in relation to clinical competency development.
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
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Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
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Transcript
Critical Thinking ModelBEGIN ACTIVITY
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Transcript
Bloom's TaxonomyBEGIN ACTIVITY
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Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxgalerussel59292
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
ADHE 329 Assignment #2Page 1 of 11Assignment 2 TemplateM.docxbobbywlane695641
ADHE 329 Assignment #2 Page 1 of 11
Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
/5
Goals and Objectives:
General goal(s)
List of specific learning objectives
Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
/5
Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
can you helpUnit 2PRINTCreating Goals for ProfessionalDinahShipman862
can you help
Unit 2
PRINT
Creating Goals for Professional ImprovementINTRODUCTION
In this unit, you will submit your first assignment. You may be nervous at the thought of submitting your first written graduate work! Use the resources you have. Give yourself plenty of time to revisit the assignment, revise it, and edit it. Ask your instructor for help if you need it.
TOGGLE DRAWERREAD FULL INTRODUCTION
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u02s1] Unit 2 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u02s2] Unit 2 Study 2Develop Your Toolbox
Resource Toolbox
Click
Resource Toolbox
to return to the media piece. Explore the Writing section and focus on The Writing Center, Smarthinking, and Academic Integrity and Plagiarism resources.
If you find these resources to be particularly helpful, remember to add them to your ongoing list of resources that you started in Unit 1.
As you prepare your weekly reflection entry, keep Brookfield’s Four Lenses in mind and make a meaningful connection to one or more of them in your entry. You will recall that those lenses are:
Practitioners' autobiographical experiences—that is, their own experiences as learners;
The eyes of the students or clients with whom they work;
Theories relevant to their professional roles; and
Their colleagues’ perceptions.
Resource ToolboxBEGIN ACTIVITY
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Transcript
Toggle Drawer
[u02s3] Unit 2 Study 3Diversity and Goal Setting
Diversity
encompasses many different characteristics within individuals and in groups. Think about the diversity that can appear in your own professional setting; the following is a sampling of some of the diversity characteristics that may be represented:
Age.
Disability status.
Religion.
Ethnicity.
Socioeconomic status.
Sexual orientation.
National origin.
Gender identity.
It is impractical to cover all areas of diversity in all types of professional settings, so as you read the articles and watch the media pieces, think about how the main ide ...
Self-assessment of Communication SkillsIn this assignment, you.docxkenjordan97598
Self-assessment of Communication Skills
In this assignment, you will develop an understanding of how good listening is crucial to effective communication and career success. In addition, you will perform a personal assessment of your communication skills and style.
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, create a 3- to 4-page Microsoft Word document that includes answers to the following questions:
· Which topic of conversation makes you uncomfortable? What is the topic? Do you know why you find it difficult to talk about this topic?
· What do you do when you become uncomfortable during a conversation? Do you withdraw? Do you try to change the topic? Do you speak louder or softer? Do you begin to gesticulate?
· Have you had an occasion to talk to a very persuasive or very aggressive person? If you and this person hold different opinions, can you hold to your position? Are you easily "led" in a conversation?
· Are you flexible in a conversation? If a comment made by someone takes the conversation in an unexpected direction, can you adjust quickly? Can you assimilate new information, reassess your position, and continue the conversation?
· When entering into a conversation, do you attempt to eliminate potential distractions and interruptions?
· Do you consciously avoid having important conversations in high traffic public areas where environmental distractions are likely possible? Why?
· Do you put your cell phone in the silence mode when you are likely to have conversations? Why?
· Do you listen without interruption and sufficiently control the conversation to minimize interruption? Why?
· When engaged in a conversation, do you give your undivided attention to the matters being discussed? Why?
· When engaged in discussion, do you develop reflective questions pertinent to the conversation? Why?
· When engaged in discussion, do you make conscious eye contact? Why?
· When involved in conversations, are you cognizant of body language, both the individual you are conversing with and your own? Why?
· Do you have an understanding of body language gestures and posturing?
In a self-assessment summary, provide a list of your communication strengths and weaknesses. Also, provide a plan to address the weaknesses identified.
See below a template that you can use to complete the assignment.
Support your responses with examples.
Cite any sources in APA format.
Self-assessment of Communication Skills
Listening is an integral part of the communication process. Communication in the healthcare setting is vital. This includes communication between doctors and patients, doctors and nurses, clinicians and administrators, and so on.
Based on your learning, answer the following questions:
· Which topic of conversation makes you uncomfortable.
Assessment Task 1 Leadership Development ReportThis assessmen.docxdavezstarr61655
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti.
Assessment Task 1 Leadership Development ReportThis assessmen.docxfredharris32
Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer. Following the rubric clearly is your best strategy for a good result
THE TASK
1. Explore the Central Michigan University competencies model (5 clusters eg. Self-Management, Leading others, Task management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or potential leader) within the context of the CMU (eg. Create a clear vision of yourself in approx. 5-10 years time – only then will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and describe how they relate to you and your leadership development (again in the context of the CMU model eg. Blake and Mouton model grid)
4. Create a leadership development plan (*Starting point – Acti ...
Focused SOAP Note and Patient Case PresentationPsychiatric notesShainaBoling829
Focused SOAP Note and Patient Case Presentation
Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient. To Prepare
· Create a Focused SOAP Note on this patient using the template provided in the Learning Resources. There is also a completed Focused SOAP Note Exemplar provided to serve as a guide to assignment expectations.
PleaseNote:
· Based on your SOAP note of this patient, develop a case study presentation.
· Include at least five scholarly resources to support your assessment, diagnosis, and treatment planning.
The Assignment
The written portion of this assignment is a simulation for you to demonstrate to the faculty your ability to document the complex case as you would in an electronic medical record. The written portion of the assignment will be used as a guide for faculty to review your video to determine if you are omitting pertinent information or including non-essential information during your case staffing consultation video.
In your presentation:
· Present the full complex case study. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; current psychiatric diagnosis including differentials that were ruled out; and plan for treatment and management.
· Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
· Be succinct in your presentation, and do not exceed 8 minutes. Specifically address the following for the patient, using your SOAP note as a guide:
·
Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
·
Objective: What observations did you make during the psychiatric assessment?
·
Assessment: Discuss their mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses and why you chose them. List them from highest priority to lowest priority. What was your primary diagnosis and why? Describe how your primary diagnosis aligns with
DSM-5 diagnostic criteria and supported by the patient’s symptoms.
·
Plan: describe your treatment plan using clinical practice guidelines supported by evidence-based pr ...
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docxhanneloremccaffery
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Writing findings & discussion chapters for qualitative theses.pdfMartin McMorrow
This presentation was designed for postgraduate students at the University of Notre Dame Australia. It provides advice on how to write findings and discussion chapters for theses based on qualitative research.
This presentation is intended for students of the Bachelor of Nursing at the University of Notre Dame Australia. It focuses on the first two assessments in NURS 1018: an annotated bibliography and a report.
These slides were prepared for a workshop for teachers at King George V & Ellaine Bernacchi School in Kiribati. The presenter was Martin McMorrow, who was an English language advisor at the school in 2019 under the auspices of VSA (Volunteer Service Abroad), New Zealand.
These slides were prepared for Masters of Management students at Massey University, New Zealand. They focus on how to write a reflective journal for assignment 3 of Leading and Organising Change (152.707).
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. WHAT IS EFFECTIVE
REFLECTIVE WRITING?
DESCRIPTIVE
• Reports concisely and clearly a learning
experience
ANALYTICAL
• Explains how the experience (including both
successes and failures) contributed to your learning
• Identifies objectives for consolidating your learning
and filling any gaps you have become aware of
• Makes connections between this learning
experience and the ‘bigger picture’ of your
professional development
• Explores tensions or contradictions in applying
principles in practical contexts
D
E
E
P
E
R
CRITICAL
3. COMMON WEAKNESSES IN
REFLECTIVE WRITING
• describing (telling the story) of
experiences – without analysis
• wallowing in (or avoiding) self-criticism
• making claims about learning etc which
are not supported by evidence
• clumsily applying ‘rules’ (e.g.
impersonality) from other kinds of writing
4. REFLECTIVE WRITING
IN SLT PRACTICE
You need to include a reflection on your learning
in each ‘range of practice’ page in myPortfolio
(speech, language, voice, fluency, swallowing and
multimodal communication)
Each of your six reflections will consist of a few
paragraphs summarising what you’ve learnt, how
you’ve learnt it, and what you need to learn in
relation to the particular range of practice
You’ll need to refer to the most relevant learning
experiences in Year 3 of the course, focusing on
placements but supplementing this experience
with references to relevant lectures, reading,
assignments and observations
5. WRITING TIPS
• Write a range of practice at the top of a page
• Review the competencies you had already begun to
develop in this range of practice in Y2
• What limitations / gaps had you identified in your
Y2 reflections?
• Looking back, can you see any other limitations /
gaps in your Y2 competencies which you hadn’t
identified at the time?
• What objectives had you set for Y3?
• How had you planned to achieve them?
6. WRITING TIPS
• Note down two or three key things you learnt about
this range of practice and how you learnt them
• Was this learning in line with your expectations /
objectives for Y3?
• Note down a few key problems, gaps, or
difficulties you have experienced in this range of
practice: What caused them? How did they affect
you? What did you do about them? Did that work?
7. Review the seven CBOS Units and add various
codes (3.1; 4.2 etc) to some of the key things
you’ve learnt and the problems you’ve had in this
range of practice
Highlight the CBOS Units in which you still have
gaps in relation to this range of practice
Look ahead at Y4 and note down any opportunities
to consolidate CBOS Units you have begun to
develop and to fill in some of your gaps
Think about some other things you could do
independently to develop in this range of practice
in (or before) Y4
8. Structure your reflection around three to four
paragraphs - for example:
1) An overview of your competencies, limitations
and objectives going into Y3
example
At the beginning of this year, my competencies in
relation to Adult Language were limited to theoretical
knowledge deriving from the tests and case studies
completed during the Neurogenic Speech Disorders
papers and observations from my Year 2 placement at
Waitakere DHB. I had begun, therefore, to develop
competencies in CBOS Units 1 to 4, but needed to
consolidate all of these areas and also to begin to take
on more professional responsibilities (CBOS Unit 5),
particularly in a team and/or community-based context
(CBOS Unit 6).
9. 2) A summary of one or two learning experiences
(including a focus on some personal difficulty /
challenge) that have contributed to specific (coded)
CBOS competencies in this range of practice
example
My main competency development in Adult Language in 2014
was through my placement at Whanau Care in Manurewa.
Under supervision, I was responsible for assessment, analysis
and interpretation, planning and implementation of
interventions for two clients with apraxia of speech and
Wernicke’s aphasia (CBOS 1 – 4). As one of the clients was a
Maori woman, I reviewed my notes on culturally safe
practices and also familiarised myself with the policies of the
agency (CBOS 5.1).
10. example (continued)
During the placement, I became more comfortable in
introducing myself in Te Reo and saying a karakia,
initially with my supervisor, but on subsequent visits, by
myself and with an occupational therapist and family
members (CBOS 4.1; 6.1; 6.2; 6.3). I successfully used
a picture-word matching task with the client, based on
suggestions in Smith and Jones (2004), selecting
functionally and culturally relevant items. The client
made significant progress through this task and her
husband commented on the positive impact this had had
on her mood and on the family’s engagement with the
therapy. I also extended my communication
competencies, through providing both oral and written
reports to the whanau and to the agency.
11. 3) A ‘bigger picture’ insight – e.g. how this learning
links to your overall professional development or
understanding of SLT in a NZ/Aotearoa context
example
My supervisor’s reports on my performance were positive. I
also became more efficient in the technical and formal
aspects of SLT practice. However, I realise that I am still
extremely limited in my range of resource and therapy
options. This restricts my ability to provide client-centred
practice, since I am unable to select from a wide range of
possibilities those which best suit the client’s needs, goals and
circumstances in the way I have observed my supervisor do.
12. 4) Specific learning objectives for this range of
practice in Y4, together with how you plan to
achieve them
example
Therefore, I have asked and been given permission to visit
the agency for two or three days in December in order to
familiarise myself with resources for speech and language
therapy with adults in home or community settings, including
especially those which address specific cultural needs of the
clients.